Learning methods like edutainment and gamification are very trendy. Learning should be fun! However, there are also some critics of this attitude - especially in adult education. In this article, we therefore address the question: How much fun should learning be?!

Fear of a "Disneyfication of Learning"

What do you think: How much fun should learning be? During my research in the continuing education scene, I repeatedly encounter the opinion that “a little fun is nice, but learning is not a kindergarten.” For example, English blogger Donald Clark writes about the “Disneyfication of learning”:

Everything needs to be ‘fun’. No it doesn’t. Learning is not a circus and we are not clowns.

This statement has stuck with me. Where does the assumption come from that fun can only be found in the circus? And that entertaining elements are appropriate for Disney but are out of place in learning? Does the author mean that learning must be serious to be effective? Or is fun in learning even a question of age? I want to explore these questions in the article.

Symbolic image "Disneyfication": How much fun and "blingbling" is meaningful in adult education?

Trendy: Edutainment and Gamification

These two buzzwords have been indispensable in the continuing education scene for a few years now: edutainment and gamification. Both terms are also mentioned in the article above. They are supposedly part of the “Disneyfication”:

Edutainment

Edutainment is simply the mix of entertainment and education. How exactly this is distributed is not defined! This means, of course, that the educational component can be very small. Donald Clark writes about this:

Edutainment, as has oft been said, is more ‘tainment’ than ‘edu’.

Now Donald Clark comes from the UK – perhaps edutainment is practiced differently there than it is in the DACH region. Either way, his statement is not an argument against the concept of edutainment itself. It is merely a critique of the implementation.

Gamification

Gamification, in contrast to edutainment, utilizes our inherent play instinct to convey knowledge. Thus, gamification is by definition understood to be more active than edutainment: I am playfully encouraged to want to learn something. Donald Clark writes:

The Pavlovian gamification of learning is way worse (than games). (…) Most of this is childish and short-lived.

Here, Clark clearly criticizes the concept of gamification itself. He calls it not only “childish” and “short-lived,” but also references the Pavlov reflex, which was originally demonstrated with dogs (and observed in humans as well).

The question is: Is it inherently bad to use natural drives and reflexes to promote learning? I think: In the end, the results matter.

What do we understand by fun?

From Clark's criticism, I infer the assumption that learning for adults must be serious and professional. I believe this is fundamentally wrong. Fun is not a matter of age!

Time and again, I notice that we do not dare to use the term “fun” in connection with adults. Instead, we resort to terms like “joy.” That sounds more mature, moderate, and less hyperactive. Or does it?

According to Duden, fun is simply the “enjoyment one has while doing something.” This does not always have to manifest in loud laughter or cheerful grins. Fun can also simply mean that I want to learn more about a topic. That I am motivated to develop further. That I enjoy doing something.

Fun has many faces: sometimes it is the exuberant play of children, sometimes a conversation between friends, sometimes learning for professional development. Source: blink.it / canva

Yes, learning can (also for adults) be fun!

Let’s come to the conclusion: Clark understands the trend of “Disneyfication” as linking learning more and more with (overly?) playful elements. We incorporate videos into our online courses, award badges, quiz knowledge with quiz elements, and so on. This may seem “childish” at times. But my stance is very clear: Yes, learning can be fun!

Learning should even be fun. Or at least aim to be! Because it is also clear that for learners, some topics and content can sometimes be really annoying/stupid/exhausting. Because the subject is dry, because the chosen method does not match their preferences, or simply because one may not be having a good day.

But here we are looking at the trainer's perspective. And, in my opinion, it is: If you find a way to connect learning with fun for your participants – then do it!

A tip: Ask your participants at the end of your training for their opinion. I would even go so far as to say: Feel free to experiment with extremes! Create an online course that contains many gamification elements. And one that primarily appears serious and “adult.” And experiment with how the different methods impact your participants.

Because one thing is clear: Trainers and educators learn best through active experimentation. And through dialogue with the participants. But don’t rule out any method just because it could be “too much fun.”

I enjoyed writing this article. And I always try to write articles that you, as a reader, enjoy. Feel free to give me feedback: Did I succeed? And what do you think about the topic of “fun in adult education”? I look forward to an exchange!

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